Assessing Student Performance with Flip Video and VoiceThread TLT Conference Presenters: Suzanne Cadwell, ITS Teaching and Learning Rob Moore, FLRC Manager March 19, 2009

its.unc.edu // flrc.unc.edu 2 Overview Lessons Learned Technical Support Work Flow Technologies Pilot participants and assignments Capturing Student Performance

its.unc.edu // flrc.unc.edu 3 Capturing Student Performance Observational notetaking by the instructor Previous Approach Instructor records students using a video camera Instructor and students review recordings online Pilot Approach Using video to record and to review student performance improves an instructor’s ability to assess performance. Conclusion

its.unc.edu // flrc.unc.edu 4 Pilot participants and assignments Adriana Cerami Italian 102 (2 nd semester level) Oral interview where pairs of students are interviewed by instructor Brandon Essary Italian 203 (3 rd semester level) Oral interview with pairs of students are interviewed by instructor Megan Beck French 102 (2 nd semester level) Skits performed by groups of three to four students

its.unc.edu // flrc.unc.edu 5 Technologies Flip Video cameras, purchased by the Foreign Language Resource Center Recording UNC VoiceThread, a web service for creating and sharing multimedia presentations Distributing

its.unc.edu // flrc.unc.edu 6 Work Flow Instructors recorded students performances or interviews Files must be clipped if larger than 100 MB and must be uploaded one at a time. Instructors uploaded each resulting video to VoiceThread Only one instructor added informal audio comments in VoiceThread. Course policies dictated that instructors provide written feedback to students. Instructors gave groups of students access to their records and text feedback

its.unc.edu // flrc.unc.edu 7 Technical Support Production of short overview videoOne-hour in person overview for instructors Creation of a VoiceThread that demonstrated the sharing process One check-in Wrap-up meeting to review experiences

its.unc.edu // flrc.unc.edu 8 Lessons Learned Distributing these tasks to the students themselves (“many hands”) would make light work. Each instructor having to upload each pair or group’s video was time-consuming Recording student performance can improve assessment of that performance Megan: rather than being burdensome, the ability to view video multiple times eased grading. Brandon: wished he’d given his students more-detailed rubrics so that they could assess themselves. Adriana: wished there had been time to record students twice so they could see improvement over the course of the semester. Instructor Feedback

its.unc.edu // flrc.unc.edu 9 Contact Us Suzanne Cadwell, ITS Teaching and Learning Rob Moore, FLRC Manager